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1 Parents as reading and writing partners: A day to help parents understand the literacy work their children are doing in school, and what to do at home to help their children grow and achieve at the highest levels. The Teachers College Reading and Writing Project (TCRWP), Columbia University, has been a premier provider of professional development for schools in New York City, across the nation and internationally for almost three decades. Our mission is to support literacy instruction through research and professional development. The Project is a think-tank and a community of practice. More than a hundred thousand teachers have attended one of the Project s rigorous summer institutes, books written by staff members and mentor teachers at the Project have long been best-sellers, and the ideas developed by the Teachers College Reading and Writing Project are foundational to reading and writing workshop instruction across the globe. (From TC website) The Big Ideas That Underline a Reading Workshop in Grades 3 5, and the Implications the Reading Workshop Has for How you Support Your Child s Growth at Home Presenter: Lucy Calkins When reading starts to go underground (silent) in grades 3 5 is when reading is at its highest stake. What should be happening in school what and why? Some essentials 1. Reading is a skill that is developed through use. Amount of time and amount of reading is the greatest predictor on how a child will do 95% accuracy (1 out of 20 words wrong), fluency and comprehension. a. Volume of reading should be reading 2 3 books ( pg) a week or 1 book (250 pages), length of book should determine how many. Kids need to read a lot same book from school to home. 2. Kids need a chance to talk about the book. Having a conversation about the book is a big part of comprehension. Conversation in the air becomes conversation in mind. 3. Reading aloud is very important the teacher or parent can make the book rich and exciting. 4. Explicitly teaching the skills of reading (I am going to show you what a good reader does): a. Predict what is going to happen next, how is it going to happen based on how the story goes Struggling readers are not all the same (could be phonics and spelling or comprehension) you need to figure out why they are struggling and how to help. Children need access to books and books they want to read.

2 What you might see in the classroom: 1. Library in the classroom (20 books per child), Books are leveled A Z, read aloud, 200 words. You can look on teachers college website for levels (ex. level M Magic Tree House, Level Q Just Juice, Level R Because of Win Dixie) a. Research shows if a child does not read a lot over the summer he/she can lose 2 levels should be reading 6 books over the summer. b. Research shows girls read at a higher level than boys. Boys need to see male role models reading. 2. Books need to be appealing by series, getting the child to find their book 3. Children gather together for a mini lesson. They might talk about things that are repeated, most important part of the story, an image that is repeated showing them what might this say what the book is really about a. Post it notes These notes are place in the books or reading notebook and the children are talking back to the text, it teaches the reader to bring more lenses to the story, make predictions. b. Reading log: Date, title, page start and finish, time in general, if you read ½ hour = 20 pages (3/4 of a page per minute). c. Reading partner share, look at post its together At the beginning of the year the teachers plan the curriculum: 1. Characters predict what character will do, theory about character, how character changes 2. Non Fiction have to look at the text is it a narrative, biography 3. Mystery prediction and close reading 4. Historical Fiction character, place, setting What does this all mean to the parent? 1. Keep kids in books figure out what your child is interested in. If interested in a series read the whole series. 2. Don t fight the teacher on the level your child is leveled at, it is strongly believed that if a child keeps reading and reads a lot at the level they are at, they will progress quicker to the next level. 3. It is important to bring up kids that choose to read even if it comic books or you read aloud. Research shows parents who read aloud have children that enjoy reading and are motivated (keep reading to your children even if they are in middle school). 4. Embed text in whatever your kids are doing, ex. if you are going on a trip get a book about where you are going. 5. Put reading material everywhere

3 Growing Strong Nonfiction Readers and Writers What Matters Most in and out of Class Presenter: Mary Ehrenworth Building the academic envelope, teaching kids to read for pleasure will help academic life. Making sure kids can read the text book you need to look, or ask what type of textbooks your child has. 1. Science and History textbooks are really hard (usually 1 2 levels over their grade) 2. Academic success is related to nonfiction reading Unit of study in Nonfiction 1. High interest text or books the children find interesting 2. Bins of books with a lot of the same subject content knowledge build up (ex. wild animals, nature world), a lot of books (5/10) on one subject will help to increase level of difficulty, working at it by reading and learning and applying it. At Home you should have High Interest Text Where to get books from: 1. Book store at the aquarium, museum or zoo you visit 2. Library if you are going on a trip or planetarium find out more about it, will also be teaching your child how to do research 3. Regular book store actual store, online, Amazon (ex. colonial age) What will be happening? 1. Long term passions 2. Opportunities to learn will become an expert by relating to a trip or experience or accidentally (by just having books lying around) Text Books: 1. Social Studies text does your school have a library of books or is it just the text? What can we do to help? 2. Science Text If child is getting hard nonfiction text may start to hear I don t like science strategies are needed to help child comprehend. Strategies: partner read, talk about it, vocabulary support, reread 1. Seek easier text (make sure you know what your child is studying). If your child is a struggling reader find out what units of study are and get easier text for home. 2. Strategies for improving comprehension chunk text, reread, talk to a partner, use vocabulary support (glossary) 3. Cultural literacy Child having an actual physical experience going on a field trip to a historical site, Family trip to Williamsburg, going to the museum 4. Seek Help adults and parents * Research shows children drop 2 levels if they do not read over the summer, children should read at least 6 books over the summer

4 Spelling, Vocabulary, and Grammar Are Essential Skills in Academic Writing: Understanding Crucial Components, Assessment, and Stages of Growth Presenter: Mary Ehrenworth Handwriting: The act of holding an instrument to be able to make letters. All testes are handwritten and timed For the ELS s length, clear paragraph, handwriting, spelling,. Content is # 10 Block Print Cursive The important thing is: which one can you write legible, faster, most amount of words (stamina) you need to figure out which one is best for your child and that is the way they should write Hand is a muscle it will get stronger For help Handwriting Without Tears Spelling: Sight Words: Instant recognition, certain words need to be automatic by second grade words. High Frequency Words words that appear most and you need to recognize and spell. A child needs to have control of these lists in order of frequency and in order of difficulty o Word Notebook long term knowledge (ex. cover, say, clap repetition, voice and body) self correcting Spelling Development common way words go o Spelling Patterns (patterns within words) not memorized learned (Words There Way) development stages, differentiated, variety exercise, intellectual, sort, word hunt in books, writing or other places Technical Words: These words are related to the child s studies, ex. science words, social studies they are learned in context. Grammar Stages of Development Familiarity Capitals Use and Confuse Knows capitals, but not sure where they go (ex. Aunt mary) Control o Kindergarten Space between Words letter formation o 1 st & 2 nd Ending punctuation, Capitalization, Dialogue tags o 3 rd Verb tense irregular verbs/regular verbs ( ex. think/thought) o 4 th & 5 th Punctuation and complete sentences * Digital Literacy texting is a different code, code switching *kids spend more time texting that writing in Academic English, they need to be just as powerful in academic English. * Children need to write ½ hour every day, the more they write the better they will get thinking and writing. * Self correcting is very important.

5 How Do Teachers Assess Children as Readers? Understanding the Methods and the Data Presenter Laurie Pessah The criteria a teacher may use for leveling a student reader Print size Amount of text on a page Vocabulary Amount of picture support Placement of text on a page Can a reader follow and locate text A running record is a reading assessment that teachers use to analyze the appropriate reading level for a student. The running record assesses the accuracy, fluency, and comprehension of a student by reading a passage that contains words. The running record will show the accuracy in the words the student has read. The running record will show if a student substitutes a word or self corrects a word, omits a word, inserts a word or has to be told a word. At the end of the record an error rate and self correction rate along with an accuracy percentage rate helps to determine the level a student is reading at. Easy enough for independent reading = % Instructional level for use in guided reading session = 90 94% Too difficult and will frustrate the reader = 89% and below Once an appropriate reading level or just right reading level is determined books should be read in that level until the next running record is performed. Running records may be done 3 to 4 times in a school year. Students who are not progressing at the expected rate should be assessed more frequently. A running record will also be able to analyze if your student can retell a story. Can the student understand what happened? Can the student gather information from the story? If a student cannot answer specific questions about a passage that student s running record will show what level is just right for that student. A question you can ask your child s teacher after reviewing the running record may be; How do we move my child to the next reading level? What is getting in the way of moving up to the next level? What books should we be reading at home? Where can I go to view a list of books that are appropriate for my child s reading level? Here are a few books that were recommended for parents Raising Lifelong Learners: A Parents Guide By Lucy Calkins with Lydia Bellino; published by Perseus Publishing How's it Going?: A Practical Guide to Conferring with Student Writers By Carl Anderson; published by Heinemann Writing a Life: Teaching Memoir to Sharpen Insight, Shape Meaning and Triumph Over Tests By Katherine Bomer; published by Heinemann

6 How do Teachers Assess Children as readers: understanding methods and data Classroom Libraries are leveled. These levels are on the books either showing the numerical/letter equivalent or color coded with dots. Criteria for leveling books print size placement of text amount of picture support amount of text vocabulary Leveling books provide children choices in their reading while not having them struggle when they read at their independent reading level. Running records is when the teacher listens to each student read aloud and marks miscues. These misuses are analyzed by their meaning. Syntactic and visual properties The purpose of the running record is to help children fund their just right independent reading level The running record shows a reading level equivalent by The child reading with a 96% accuracy The child reading fluently This means that the student is reading with flow and expression The child comprehends the text they are reading. This is observed by having the student retell the story. The teacher is looking for key points from the text. Understanding the Writing Curriculum Grades 3 8 Presenter: Lucy Caukins Writers Grow like oak trees in the fullness of time 5 Forms of Writing 1 Narrative Written like I did this and then I did that. A Narrative tells something that happened over time. Examples are a short story, a personal essay, biographical profile. 2 Reports Examples are blog, all about Books, Feature Article 3 Essays This type of writing has the writer get a main idea across using evidence Examples of this are argumentative writing, persuasive or Expository essay, reviews, 4 Functional Writing How to writing 5 Poetry The writing process 1 Rehearsal Jotting notes of ideas making different tries

7 2 Drafting This is quick writing of the writers ideas. Spelling and writing structure is not taken into account here. 3 Revising The draft is reworked and rewritten with new ideas. 4 Editing The piece is looked over for spelling, punctuation and paragraph errors. There is very clear instruction at this stage. 5 Publishing A final copy is completed and celebrated Writer s Workshop 1 Mini Lesson About a minute lesson that teaches to something all writers do 2 Students write They work on their writing piece and often put into play the lesson that was taught in mini lessons. Students write independently or together with other students. THIS IS NOT ALWAYS A QUIET SESSION. Students confer with students as well as the teacher conferencing with students during the teacher/student writing conference. a) the teacher positivity comments on writers piece b) the teacher listens to student s comments and concerns. c) the teacher suggests a technique or change that can be made or The teacher pulls information about piece out of writer by asking very specific questions. Suggested Reading How s it Going by Lucy Caukins Writing a Life by Katherine Boomer Reading Support at Home If Children Aren t Progressing What Can we do? PRESENTER Mary Ann Colbert 1 Do a picture walk prior to reading the book this will help to increase comprehension 2 Read one page at a time and discuss what just happened on that page 3 Post It at important or key moments in the text. Writing on the post it will help students keep track of their thinking of a text. 4 Id words seem too hard take apart the words, but then reread the sentence as a whole to maintain text meaning.

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